CITY UNIVERSITY OF PASAY

Pasadena Street, Harrison, Pasay City

COLLEGE OF GRADUATE STUDIES

SUBJECT: Advanced Administration and Supervision

PROFESSOR: Dr. Estrellita Puti-an
DAY/TIME: Saturday/ 10:30 am - 1:30 pm
NAME: Rocelle G. Marbella

Sources of Power: Their Distinctions

Administrators’ success depends on how they influence and lead their personnel in the direction of
behaviors desired by them and established as organizational objectives. The ability to lead the staff in line
with organizational objectives requires the administrator to have specific competences that are beyond the
use of authority given by their positions. In this context, contemporary administrators are expected to
bring humanistic elements to the fore by following modern sciences and display behaviors that are
grounded in their personal characteristics as the source of their power. Although there are various
definitions of power in literature, power is generally defined as the ability to have someone else perform a
task which is desired to be completed or have the tasks actualized in a desired manner . French and
Raven collect the power sources in this process under five groups as coercive, legitimate, reward,
expert and referent power.

1) Coercive power is expressed as leading the group members towards behaving in a certain
manner by financial or spiritual force and it is defined as the opposite of reward power because
coercive power reflects the use of supervision and punishment in cases where the personnel tend
to reject administrators’ directives. Excessive use of this force damages peace at organizations
and generates disgruntlement, low morale and conflicts with management.

2) Legitimate power represents authority and shows that members of the organization accept the
fact that the administrator has the right to determine his/her behaviors. In this type of power, the
staff may feel obliged to follow the orders and instructions directed by the administrator.
Attention should be given not to use legitimate power unnecessarily because educational
institutions are expected to base the administrator and personnel relationships on a ground of
trust and when the administrator brings his/her position to the forefront with the help of legitimate
regulations, the trust generated in the organization will be damaged. In educational organizations
where human relationships are more intense rather than bureaucratic tasks and operations,
extensive use of legitimate power negatively affects the personnel in terms of loyalty,
commitment, trust and motivation.

3) Reward power is defined as giving or getting rewards. It means that the personnel conforms to
the requests of the administrator with the expectation of reward, recognition and
advantages/gains. In a sense, reward power is interlocked with legitimate power since its source
is based on the management and it includes some administrative practices. Especially in state
schools, the process of rewarding is explained in legal texts in detail for the cases where the
administrator wants to reward the successful teachers who create awareness compared to their
colleagues. Although there are legitimate legislations for this power, administrators need to be
 careful while using it. For this power to reach its goal it is important that the rewards meet the
needs of the personnel, they are distributed equally and their purpose is expressed clearly.

4) Expert power is based on administrators’ knowledge, skills and experiences. Believing in the
expert power of the higher management generates positive attitudes and behaviours in the staff
towards the administrator and increases their tendency to obey and comply. This type of power is
the highest quality type of power because it is regarded as the most democratic power among
power types and it does not matter whether one is rich or poor or strong to obtain this type of
power. This fact has made the expert power the soul and core of other power sources. In addition,
the source of expert power is most flexible one among the types of power because it can be used
to reward, punish and guide through persuasion. Use of expert power by the administrators in the
organization contributes to the formation of positive attitudes towards the management among the
personnel and facilitates organization’s goal achievement.

5) Referent power is directly related to personality and therefore connected with the personal
elements and behaviours. Administrators with referent power are individuals who are taken as
examples, respected and liked by the personnel. Administrators’ use of this type of power in
educational organizations in which communication has an important role will facilitate realization
of organizational goals and influence the teachers. While they undertake management activities in
educational institutions, administrators use coercive, legitimate, reward, expert and referent
power sources separately or in combination. These power sources are used at different levels and
in various combinations. The method used by the administrators in using specific power types
may decrease or hinder the efficiency of other power types. Hence, the administrator should be
equipped with the necessary knowledge and skills while using the related power source and act
with the principle of moderation. Otherwise, personnel may display undesired states or behaviors
such as low motivation, resistance to management and conflict.

Duties and Responsibilities of School Administration and Supervision

The Supervisor, School Administration shall be responsible for providing direct support to schools on
a broad range of operational and administrative matters and will have direct supervisory
responsibility for an assigned grouping of schools. As a first point of contact for Principals, the
Supervisor will respond to matters relating to school improvement, policy, parent/guardian concerns,
School Advisory Councils, fiscal management, and general operational matters. The Supervisor will
work as part of a team to manage the allocation of staffing resources and liaise with Program staff on
issues relating to programs and student services and Human Resources staff on matters relating to
employment issues. To ensure effective implementation of the administrative appraisal process, the
Supervisor will employ system evaluation standards in developing performance expectations for
Principals, provide support and supervision, develop strategies for improvement, and monitor
administrative effectiveness. The Supervisor will make recommendations for administrative transfers
and placement. The Supervisor works within a team environment and reports directly to the
Director/Coordinator, School Administration.

The Supervisor, School Administration shall perform tasks as are assigned by the Director/Coordinator,
School Administration. These tasks may vary, from time to time, with the evolution of the organization
and may include but not be limited to the following:
(a) Provide direct supervision and support to an assigned grouping of schools on matters
relating to school administration including transitions, boundary reviews and School
Options Committees;

(b) Implement the Parent/Guardian Concern Policy and provide alternate dispute mechanisms
to resolve concerns related to parents/guardians and schools;

(c) Communicate and liaise with schools on policy implementation and development;

(d) Monitor and support schools with the implementation of programs and policies;

(e) Work with Principals on the procedures and control of finances within their instructional
and school budgets and liaise with the Finance Department;

(f) Liaise with Human Resources staff on serious matters relating to employee investigations,
discipline, suspensions, terminations or other labour relations issues;

(g) Develop strategies to assist Principals with guiding and implementing school improvement,
culturally relevant pedagogy and instructional leadership;

(h) Assist in the development and implementation of professional development support for
administrators, pool candidates and aspiring administrators through the School-based
Administrators Program;

(i) Assist in the development and facilitation of professional development opportunities for
assigned school-based staff that reflect the Centre’s goals and priorities;

(j) Work with schools in identifying staffing needs and participate in the preparation of the
allocation of resources;

(k) Support schools on matters relating to School Advisory Councils;

(l) Provide direction and support to Principals in promoting and implementing Safe Schools
training, resources and supports;

(m) Provide direction to Principals on the teacher evaluation/growth planning process and
work with Human Resource Services on process, results and actions;

(n) Support schools with the implementation of the Student Information System;

(o) Conduct the performance evaluation process and plan for professional development
opportunities for school-based administrators;

(p) Participate in the preparation of the annual operating budget;

(q) Other duties as assigned.